My Class – AKA Who Are We? D. G. Cooley Elementary School – Upper Campus – 5th grade Homeroom/Science 19 students: 16 Caucasian 2 African American 1 Asian 1 Special Ed

LESSON: Ocean Geology STEM Activity Time allotment: 4 days ESSENTIAL QUESTION - What are the important features of the ocean floor? SOLS - Science 5.6a, Math 5.17 Repeating pattern ESSENTIAL QUESTION - How could you measure the depth of the ocean from surface to floor? SOLS - Science 5.6a, 5.2d; Math 5.15 , 5.8d INTEGRATION Science focus with math, technology, and engineering integration to enhance investigation and problem-solving using both math and science processes.

the geological characteristics of the ocean environment. KNOW . . . the geological characteristics of the ocean environment.

DO . . . create and interpret a model of the ocean floor and label and describe each of the major features, and research and describe the variation in depths associated with ocean features, including the continental shelf, slope, rise, the abyssal plain, and ocean trenches.

BE . . . curious inquisitive creative resourceful

Engage Watch and discuss observations from and reactions to a segment from the National Geographic documentary, Drain the Ocean.

Explain What features did we see, how do they relate to features we already know, and what do we call them? I used the completion of a blank ocean floor map as a pre-assessment. It followed plate tectonic instruction , so students had some vocabulary already.

Explore Imagine you are Christopher Columbus traveling from the Old World to the New. What do you think the ocean floor would look like along your route? Adapted from an AIMS activity.

Engineering, Technology, and Mathematics Extend: Engineering, Technology, and Mathematics Using found materials, your team is going to create a model of a portion of the ocean floor in your container. You may include any or all of the geographical features. When you are finished, fasten your lid, write your name on a sticky note and attach it. A similar activity , FATHOMETER IN A BOX, is described at https://www.bigelow.org/virtual/handson/fathometer.html

With the lid on, students on another team will take measurements and record them on a chart. From there they will create a graph representing the features of the ocean floor. Students will label those features on the graph, then reveal the actual model to compare accuracy.

DATA/OUTCOMES Based on the formative assessment (blank ocean floor map): Knew less than 50% 14/19 Knew between 50-80% 4/19 Knew more than 80% 1/19 Based on the posttest (blank ocean floor map): Knew less than 50% 1/19 Knew between 50-80% 5/19 Knew more than 80% 13/19 Observations: Students supporting students Lots of confusion over measurement, data recording, some students recorded directly from measurement to graph Graph set-up was a problem, but students understood the representation Lingering confusion over continental rise and slope

Successes – student engagement and enjoyment REFLECTIONS For both activities: Successes – student engagement and enjoyment pride in their product/participation Challenges – TIME!! OPPORTUNITIES – on a regular basis to establish routines and expectations for group learning so each activity isn’t a novel experience CONNECTIONS – between the activity and specific knowledge to which it’s tied, the unit as a whole, and to non-related content (extrapolation).